Interaction and instructed second language acquisition

Loewen, Shawn; Sato, Masatoshi

doi:10.1017/s0261444818000125

Cited by 224 publications

(131 citation statements)

References 280 publications

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“…Previous research has demonstrated that the effectiveness of recasts in leading to interlanguage development is influenced by several variables (see Loewen & Sato, , for a review). Of these, task complexity (i.e., inherent cognitive demands of tasks) and individual differences in L2 aptitude have been the focus of this investigation.…”

Section: Introductionmentioning

confidence: 99%

The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development

Kourtali

Révész

2019

Language Learning

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This study investigated the effects of task complexity on child learners’ second language (L2) gains, the relationship between aptitude and L2 development, and the extent to which task complexity influences this relationship when recasts are provided. Sixty child EFL learners were assigned to two experimental groups. During the treatment, one group completed simple information transmission tasks, whereas the other group performed complex decision‐making tasks. In response to errors in the use of the present third person singular verb forms, participants received recasts. L2 development was measured through oral production, written production, and elicited imitation tests. Aptitude was assessed through LLAMA D, LLAMA E, and LLAMA F. Less cognitively demanding tasks were more beneficial. Participants’ performance on LLAMA E predicted L2 gains measured through elicited imitation, and their LLAMA D scores predicted development measured through the oral and written production tests under complex task conditions. Open Practices This article has been awarded Open Data and Open Materials badges. The data and materials from this study are publicly accessible via the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Introductionmentioning

confidence: 99%

The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development

Kourtali

Révész

2019

Language Learning

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“…It is therefore more noticeable in the language stream compared to a one‐letter bound morpheme (the future tense prefix). SLA research has widely reported that morphosyntactic features are some of the least commonly noticed features by language learners and are thus more difficult to acquire (Al‐Surmi, ; Behney et al, ; Cintrón‐Valentín & N. C. Ellis, ; N. C. Ellis, , , , ; N. C. Ellis & Collins, ; Godfroid, ; Godfroid & Uggen, ; Loewen & Sato, ; Simoens et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…C. Ellis, , 2018N. C. Ellis & Collins, 2009;Godfroid, 2016;Godfroid & Uggen, 2013;Loewen & Sato, 2018;Simoens et al, 2018).…”

Section: Salience In Form Noticing and Production (Questions 1 And 2)unclassified

Salience in the noticing and production of L2 arabic forms

Nassif

2019

Foreign Language Annals

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This study investigated the effect that the salience of an L2 form has on learner noticing and production of the form. The study also explored the effects that task type (output vs. input) has on form noticing and production. The study targeted three Arabic forms: a low salient form (the future tense) and two salient ones (time telling and time connectors). Eighty beginning‐level learners of Arabic were assigned to two treatment conditions: output and input. The output group described a picture story; listened to, read, and underlined an Arabic speaker's description of the story; and redid the picture description. The input group answered pre‐text exposure questions; listened to, read, and underlined the same model description; and answered posttext exposure questions. There was an immediate posttest, and a delayed posttest and interviews two weeks later. The findings suggest that the salience of the target forms affected form noticing and production, but task type only had a mediating effect on production; output did not promote learner noticing of L2 forms better than input, but it did lead to partial gains in form production.

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“…The pilot group was formed administratively, i.e. regardless of the experimental design, and included students with different learning abilities, in accordance with earlier conclusions about the effectiveness, under certain conditions, of teaching interactive communications to students with different levels of basic communicative skills within one group (Loewen & Sato, 2018).…”

Section: Methodsmentioning

confidence: 99%

“…In this approach, the object of study is interpersonal communication as a system of interactions between an individual and a social group, during which they comprehend one another's intentions, predict the interlocutor's reactions and carry out their own ones. Linguistic methodology considers the main models of interaction between communicants in Self/Other mode (social and individual characteristics of interlocutors, features of communicative goals, language manifestations) and methods for teaching these interactions, including their computer-mediated forms (East, 2016;Loewen & Sato, 2018).…”

Section: Problem Statementmentioning

confidence: 99%

Developing Foreign Medical Students’ Communicative Competence: Rhetorical Aspect

Bulavina¹

2019

The European Proceedings of Social and Behavioural Sciences

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In our study, we proceed from the fact that classical and new rhetoric can be both a subject of special study and a means of developing communicative competence of foreign medical students who study Russian in such disciplines as "Russian as a foreign language", "Russian speech culture", "Medical rhetoric", "Russian as a foreign language for special purposes", which are compulsory in the curriculum as well as in some selective courses. This study is of a theoretical and applied nature, since, on the one hand, it formulates the theoretical foundations of the conducted pedagogical experiment, on the other hand, it proposes to discuss and apply a rhetorical model for developing foreign medical students' communicative competence. The study is based on a wide range of scientific literature on the history, theory and practice of developing foreign students' communicative competence, on the theory and criticism of rhetoric as well as on pedagogical theories and practical applications of a rhetorical approach to teaching foreign and Russian students. The primary focus is on the rhetorical canons as tools to prepare students for delivering public speeches, in particular, and as reference points for the rhetorical model of teaching Russian as a foreign language in general. A pilot experiment was conducted to prove the effectiveness of the integrated rhetorical model in the "Russian as a foreign language", "Medical rhetoric" courses, in a special course for medical residents -"Russian as a foreign language for special purposes"with a view to form and develop professional-communicative competence of foreign medical students. 54interference. This approach is manifested at the linguistic and sociocultural levels and supported by the acquired learning skills at the L1 stage.A genre approach was accepted in linguistic methodology in the early 1980s and has been in use ever since, but it has different interpretations (i.e. review, analysis and criticism: Devitt, 2004; Keywords in Writing Studies, 2015): genres are related to types of discursive forms, forms of communicative actions, generating a certain textual structure, as well as types of statements combined thematically, stylistically and compositionally. This approach is associated with M. Bakhtin's ideas, the provisions of functional system linguistics of the Sydney school as well as the principles of the New Rhetoric school allowing the genre to be used as a tool for mastering various forms of verbal communication in practice (Basturkmen, 2014;Paltridge, 2014).

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Interaction and instructed second language acquisition

Cited by 224 publications

References 280 publications

The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development

The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development

Salience in the noticing and production of L2 arabic forms

Developing Foreign Medical Students’ Communicative Competence: Rhetorical Aspect

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